Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

Universal Design for LearningAgenda

I. Activators: The Dinner Party Challenge Dinner Party Activator: Individuals/groups will compete to see who

creates/plans the most appetizing menu for my glamorous dinner party.

II. What is the goal of teaching?

III. Hidden Curriculum- Jean Anyon debrief

IV. The UDL Guidelines Amped Up What has to be taught? Content vs. methods Dating Lance: I mean, who doesn’t like to give a little advice now and then? How will this help teachers with planning and preparation? Discuss.

BREAK

V. Nominalization: Immersion Experience

VI. Ticket Out: Cake Boss

Universal Design for Learning Classroom ImplicationsPresenter: Dr. Katie Novak Author of UDL Now! Twitter: @KatieNovakUDLwww.katienovakudl.comEmail me any time: novak414@gmail.com

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

The Dinner Party Challenge IcebreakerYour objective is for your catering company to identify an appetizer, main course, dessert, and

drink that will make my party a huge success.

Background information: I am having a dinner party for my birthday and am looking for a caterer. You and your group will pretend you own a catering company, and in 5 minutes, you will present your tasting menu to me. You are free to use Smartphones or other technological devices to research recipes.

You have the following options as you work:

You can choose to work alone or with a small group. If you work in a group, one person can be the designated note-taker or you can all

record. You may use the menu template below to either write out menu items or draw them. You may type your menu into the “Notes” section of your IPhone or IPad. You may use Pinterest to “steal” ideas from others about exciting party menus and

present a collections of photos.

Just remember – you only have FIVE minutes.

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

UDL Guidelines

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

Content vs. Methods Standards

Content standard Method standardArt Learn and use appropriate

vocabulary related to methods, materials, and techniques (Visual Arts 1.3).

Create 2D and 3D artwork from direct observation. For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap (Visual Arts 3.1).

English/language arts/reading

Explain the function of phrases and clauses in general and their function in specific sentences (CCSS, L.1.a).

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (CCSS W.9.10.1).

Math Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”) (Math.Content.HSS-CP.A.1).

Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side (Math.Content.HSG-SRT.D.9).

Music Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form (Critical response 5.1).

Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture (Singing 1.1).

Physical education Identify physical and psychological changes that result from participation in a variety of physical activities (Fitness 2.4).

Perform rhythm routines, including dancing, to demonstrate fundamental movement skills (Fitness 2.3).

Science Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes (Earth science, grades 3-5, 12).

Read, interpret, and analyze a combination of ground-based observations, satellite data, and computer models to demonstrate Earth systems and their interconnections (Earth science, high school, 1.8).

Social studies Explain the meaning of the stars and stripes in the American flag, and describe official procedures for the care and display of the flag. (Grade 4, Geography 3.2).

Use map and globe skills to determine absolute locations (latitude and longitude) of places studied (Grade 3 North America Geography, 1).

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

A Look at Standards

Teachers are required to teach both content (knowledge) and methods. It's important to differentiate between the two. When teaching content, students should have a choice of how they will express that knowledge (multiple means of expression). When teaching a specific method, students need scaffolding or steps to follow.

Here is a fun example.

Goal: write a methods goal. What specifically does Lance have to do (be very specific) to get his dream match?

This is your brother Lance on his billboard personal ad. For some reason, he's not getting the type of girls he's looking for. He asks you for advice on how he can change his image. You visit his web site and get to work, creating a plan that will help Lance find true love.

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

What is nominalization?

Definition: Verbs locked inside of nouns

Consider the following sentence: A comparison was

made of the effects of pH vs temperature.

Note how the most important action, to compare, is

locked in the abstract noun comparison. In transitive

active voice, the sentence would become, We compared the effects of pH vs

temperature.

Why Should you Understand Nominalization and How to Revise?

As writers become more comfortable writing, they often develop bad habits such as "grammatical nominalization." This term refers to a type of wordiness in which the writer uses both a noun and a verb when the verb alone would do the trick. Skillful writers learn to achieve a more concise, direct style by eliminating this nominalized fluff.

Reasons to Avoid Nominalization

Nominalizations use more words and syllables than necessary, and therefore slow down the comprehension of your readers or listeners.

  Words Syllables    make a determination 

3 7

determine 1 3

 

Nominalizations dilute the power of your sentences. If you write "give permission to," only one of three words matters: "permission." The rest of the phrase is filler. If, however, you use the verb "permit," you have a tighter sentence.

Nominalizations violate a principle of good writing: use strong verbs. In the nominalization "make payment of," the verb "make" is weak. It is especially weak compared to the word you could use, "pay." Which phrase is stronger: "pay me" or "make payment to me"?

Nominalizations violate another principle of good writing: verbs are easier to understand than nouns. Comparison is a concept. Compare is an act. It is easier to imagine a person comparing things than making a comparison of them.

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

Scaffolded Practice: Turn any unnecessary nominalization into its corresponding verb.

Follow these steps to revise such sentences: 1. Change abstractions to verbs: cessation ->, cease 2. Find new subjects for those verbs: they ceased

1. The steering committee raised an objection to the proposed parking garage north of the stadium.

2. Until well into the twentieth century, the judgment as to whether same-sex twins were identical or fraternal was largely based on appearance.

3. It was the intention of the screening committee to interview all candidates face to face.

Practice: The Dreaded Cover Letter

You have an inclination to submit an application for one of the following jobs. Write the first paragraph of the cover letter outlining your qualifications and your excitement to learn of the application posting (bonus: rewrite the prompt to avoid nominalizations.)

Dog Food Tester: Yes, these are humans who do dog food taste-tasting for dog food companies … at age six we all wondered what the doggie’s food must taste like; they just took that curiosity and made a career of it.

Jelly Doughnut Filler: You have to have a steady hand and nerves of steel for this production line job, because just a little too much jelly and – BOOM! – those things can explode like a hand-grenade.

Golf Ball Diver: Also known as a Golf Ball Marshall. They search ponds, lakes and other water bodies on and near golf courses to find lost balls to refinish and resell.

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

Citrus Fruit Colorer: Aided by chemicals and steam, they give citrus fruit that is typically picked before it is fully ripe a natural looking

color. Or, as the citrus fruit colorer job is officially defined in the Dictionary of Occupational Titles: Tends equipment to subject citrus fruits to ethylene gas to destroy chlorophyll and produce fruit of natural appearance. Also, ascertains from supervisor time, humidity, and amount of gas to be

used for each lot of fruit stored in coloring room.UDL is best served.....

At the bottom of the page, there is a list of cake selections. Using the list as a guide (feel free to create your own!), choose one slice of cake that best represents your experience in this session today. Identify the slice and explain the metaphor.

You can choose to work alone or with a small group. If you work in a group, one person can be the designated note-taker or you can all

record. You may write your metaphor below, into the “Notes” section of your IPhone or

IPad, or you can just discuss your thoughts._________________________________________________________________________________________________________

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Chocolate Espresso

Moist, chocolate cake soaked with fresh-brewed espresso, layered with espresso buttercream.

Chocolate MintChocolate cake layered with mint buttercream.

Chocolate OrangeRich chocolate cake with a hint of orange essence, topped with lush chocolate frosting.

Peanut Butter and JellyWhite cake, Swiss buttercream, rich peanut butter, and grape jelly sandwiched together to create a quirky classic.

Peanut Butter CupChocolate cake layered with peanut butter filling and chocolate frosting.

Pear Compote and GingerWhite cake with candied ginger, layered with tender pear compote and Swiss buttercream.

Cardamom and PistachioYellow cake with chopped pistachios and a hint of cardamom, layered with Swiss buttercream.

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Objective: As a result of the learning experiences in this session, participants will be better able to appreciate the relevance of UDL and its capacity to transform traditional lessons into memorable, engaging experiences for learners that increase student achievement and improve teacher performance.

Gluten-free Cola CakeA rich chocolate cake made with classic Coca Cola, rice flour, and pressed organic palm oil.

Lactose Free German Chocolate CakeThis decadent chocolate cake is a layered and topped with a coconut-pecan frosting, using coconut milk.

Weight Watchers Strawberry Layer A light airy cake made with angel food cake, non-fat yogurt, and fresh strawberries.

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